Language(s), Index for Scientific Literature, and Ways of Reading

Author(s):

Marco Santos

Conference:

ECER 2009

Network:

12. LISnet - Library and Information Science Network

Format:

Paper

Session Information

12 SES 03, NW 12, Session 3

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

NIG, HS 3E

Chair:

Alexander Botte

Contribution

We will start to point out our main question: What is the place of language along the whole field of the social sciences and, particularly, in the educational research field? In this paper, we will try to build a framework for educational comparison by seeing the possible role of the different scientific languages (BOURDIEU, 2004, 1976; CHARTIER, 1996), and their exchanges (BOURDIEU, 2002, 1977; HAGÈGE, 1990). The linguistic policies are one of the most important questions to think about in a European dialogue in an attempt to design new European spaces, as the one of the European Reference Index for the Humanities (ERIH). In this particular case, which one of the following fifteen scientific languages (i.e. ESF, 2009: Business and Administration Sciences, Communication Sciences, Demography, Economics, Environment Sciences, Geography, International Relations, Law, Pedagogy and Educational Research, Political Sciences, Psychology and Cognitive Sciences, Social Anthropology, Social Statistics and Informatics, Sociology, and Women's Studies) should be used in comparisons? We will start to deal with the subject by two different approaches to problematize what we could do to face our purposes of analysis of the Social Science’s ‘Initial Lists’. Firstly, we will pay careful attention, going through by the scientific field of history and also discussing it, about the most important reasons to make the history of the human and social sciences (BLANCKAERT et al.,1999; MATALON, 1992); we will see later, that COMPÈRE (1995) in quest of a European educational history argues that every national history should be written in their national language. Secondly, in order to strengthen the linguistics analysis, we will look at the ‘gravitational model’ that supports the evidence of different types of languages, as hyper, super, and regional (CALVET, 2002); and also consider the ‘federative model’, that argues for the existence of different specific languages, with their particular role, in order to establish the communication between different linguistic areas (HAGÈGE, 1992). Finally, we will critically discuss the above presented contributions in the light of different ways of reading (BEAUGRAND & DRESSLER, 1981; CHARTIER, 2003; CHARTIER & ROCHE, 1974; PLANCHARD, 1956), writing (BOUDON, 1992; GROSS, HARMON & REIDY, 2002; PERROT & SOUDIÈRE, 1994), and publishing (BUCCHI & TRENCH 2008; CHAUDRON, 1994; SAPIRO, 2008).

Method

Our main method of analyzing data will be content analysis (BARDIN, 1986; GHIGLIONE et al., 1998, 1980; MUCHIELLI, 1988), and structural analysis (PIRET, NIZET & BOURGEOIS, 1996). The empirical data will be collected (DE KETELE & ROEGIERS, 1991) in the initial fifteen lists of the series of ERIH's lists: Anthropology Social (ERIH, 2007c); Anthropology Evolutionary (ERIH, 2007b); Archaeology (ERIH, 2007d), Art, Architectural and Design (ERIH, 2008a); History; Classical Studies (ERIH, 2007f); Gender Studies (ERIH, 2007g); History (ERIH, 2007h); History and Philosophy of Science (ERIH, 2007i); Linguistics (ERIH, 2007j); Literature (ERIH, 2008b); Music and musicology (ERIH, 2007k); Pedagogical and Educational Research (ERIH, 2007k); Philosophy (ERIH, 2007m); Psychology (ERIH, 2008c); Religious Studies and Theology (ERIH, 2007a). For complementary information, as aims and scope, we will search in the web sites of the reviews.

Expected Outcomes

Mapping theoretical and empirical data resources, both in a context of redefinition of the social sciences and of the educational research, is a ‘voie royale’ to theorize the relation between different scientific languages. We could finally leave two framework questions for further critical thinking. First, what is the place of scientific language(s) in the shaping of education? Secondly, what is the place of education in the shaping of scientific language(s)?

References

BARDIN, Laurence (1986). L'analyse de contenu. Paris: P.U.F., 233 p. BEAUGRAND, Robert & DRESSLER, Wolfgang (1981). Introduction to Text Linguistics. London & New York: Longmann, 270 p. BLANCKAERT, Claude et al. (dirs.) (1999). L’histoire des sciences de l’homme. Trajectoire, enjeux et questions vives. Paris & Montréal: L’Harmattan, 308 p. BOUDON, Raymond (1992). “Comment écrire l’histoire des sciences de l’homme ? ”, Communications, N.º 54, pp. 299-317. BOURDIEU, Pierre (2004). Para uma sociologia da ciência. Lisboa: Edições 70, 167 p. BOURDIEU, Pierre (2002). “Les conditions de la circulation internationale des idées”, Actes de la Recherche en Sciences Sociales, Vol. 5, N.º 145, pp. 3-8. BOURDIEU, Pierre (1977). “L’économie des échanges linguistiques”, Langue française, Vol. 34, N.º 1, pp. 17-34. BOURDIEU, Pierre (1976). “Le champ scientifique”, Actes de la Recherche en Sciences Sociales, Vol. 2, N.º 2, pp. 88-104. BUCCHI, Massimiano & TRENCH, Brian (2008). Handbook of Public Communication of Science and Technology. London: Routledge, 288 p. CALVET, Louis-Jean (2002). Le marché aux langues. Les effets linguistiques de la mondialisation. S/l : Plon, 220 p. CHARTIER, Roger & CORSI, Pietro (dirs.) (1996). Sciences et langues en Europe. [Paris]: École des Hautes Études en Sciences Sociales, 270 p. CHARTIER, Roger (dir.) (2003). Pratiques de la lecture. Paris: Editions Payot & Rivages, 324 p. CHARTIER, Roger & ROCHE, Daniel (1974). "Le livre: un changement de perspective”, in Jacques Le Goff & Pierre Nora (dirs.), Faire l’histoire. Troisième Partie : Nouveaux objets. [Paris]: Gallimard, pp. 115-136. CHAUDRON, Martine (1994). “Éditer les sciences de l’homme”, Communications, N.º 58, pp. 129-148. COMPÈRE, Marie-Madeleine (1995). L’Histoire de l’Education en Europe. Essai comparatif sur la façon dont elle s’écrit. Bern et al.: Peter Lang ; Paris: Institut national de recherche pédagogique, 296 p. DE KETELE, Jean-Marie & ROEGIERS, Xavier (1991). Méthodologie du recueil d'informations: fondements des méthodes d'observation, de questionnaires, d'interviews et d'étude de documents. Bruxelles: De Boeck, 215 p. ESF (2009). “Social Sciences” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/research-areas/social-sciences.html). GHIGLIONE, Rodolphe et al. (1998). L’analyse automatique des contenus. Paris: Dunod, 156 p. GHIGLIONE, Rodolphe et al. (1980). Manuel d'analyse de contenu. Paris: Armand Colin, 159 p. GROSS, Alan G., HARMON, Joseph E. & REIDY Michael (2002). Communicating science: the scientific article from the 17th century to the present. Oxford: Oxford University Press, 267 p. HAGÈGE, Claude (1992). Le Souffle de la langue: voies et destins des parlers d’Europe. Paris: Éditions Odile Jacob, 295 p. HAGÈGE, Claude (1990). O homem dialogal. Contribuição Linguística para as Ciências Humanas. Lisboa: Edições 70, 269 p. MATALON, Benjamin (1992). “Pourquoi faire l’histoire des sciences de l’homme ?”, Communications, N.º 54, pp. 5-14. MUCHIELLI, Roger (1988). L'analyse de contenu, des documents et des communications. Paris: ESF, 214 p. PERROT, Martyne & SOUDIÈRE, Martin (1994). “L’écriture des sciences de l’homme”, Communications, N.º 58, pp. 5-22. PIRET, Anne, NIZET, Jean & BOURGEOIS, Etienne (1996). L’analyse structurale: une méthode d’analyse de contenu pour les sciences humaines. Paris & Bruxelles: De Boeck & Larcier, 173 p. PLANCHARD, Émile (1956). "Sur les livres et sur la lecture", in Études de pédagogie universitaire. Coimbra: Universidade de Coimbra, pp. 221-257. SAPIRO, Gisèle (dir.) (2008). Translatio: le marché de la traduction en France à l'heure de la mondialisation. Paris: CNRS, 427 p. Empirical Data: ERIH (2008a). “ERIH Initial List: Art, Architectural and Design History” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2008b). “ERIH Initial List: Literature” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2008c). “ERIH Initial List: Psychology” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007a) “ERIH Initial List: Religious Studies and Theology” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007b). “ERIH Initial List: Anthropology Evolutionary” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007c). “ERIH Initial List: Anthropology Social” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007d). “ERIH Initial List: Archaeology” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007f). “ERIH Initial List: Classical Studies” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007g). “ERIH Initial List: Gender Studies” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007h). “ERIH Initial List: History” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007i). “ERIH Initial List: History and Philosophy of Science” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007j). “ERIH Initial List: Linguistics” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007k). “ERIH Initial List: Music and musicology” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007l). “ERIH Initial List: Pedagogical and Educational Research” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/). ERIH (2007m). “ERIH Initial List: Philosophy” (Retrieved, February 14, 2009, from European Science Foundation, Web site: http://www.esf.org/).

Author Information

Marco Santos

Universidade do Porto

Porto

174

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